Perfect-content-validity objective tests

ABSTRACT

This invention is a non-sampling process for producing tests with perfect content validity. It The process begins with a complete listing list of every nanoskill [the tiniest fragment of human behavior, experience, and/or knowledge in a bona fide developmental teaching-learning situation] which exists in the entire body of subject matter to be tested. The second step is to partition these nanoskills into contiguous clusters. Third, for each cluster, a test item demanding involving the application of every nanoskill partitioned in the cluster is prepared. Fourth, if an appropriate test item cannot be prepared, the partitions are revised so that the application of all nanoskills in the entire body of subject matter is involved. Lastly, for all quantitative responses, fill-in-the-blank is the answer format. The test items cover the nanoskills; the nanoskills cover the entire body of subject matter. The test, thus, has thus, perfect content validity is achieved.

CROSS REFERENCE TO RELATED APPLICATIONS

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STATEMENT REGARDING FEDERALLY SPONSORED RESEARCH AND DEV.

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NAMES OF THE PATIES TO A JOINT RESEARCH AGREEMENT

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INCORPORATION-BY-REFERENCE OF MATERIAL SUB. ON COMPACT DISC

Not applicable.

BACKGROUND OF THE INVENTION

The following definitions are for the purpose of clarifying some concepts concerning this invention:

-   1. Test:     -   A test is an evaluative instrument that can be used to measure         achievement, performance, and/or other human attribute(s)         through response-to-situation processes and that can be         administered through any medium in audio form, visual form,         audio-visual form, oral form, written form and/or printed form         to individual person(s) and/or group(s) of persons. -   2. Objective Test:     -   An objective test is a test that has only one correct response         (answer or solution) to each of the items (questions or         problems) in the test. -   3. Validity:     -   Validity of a test is the degree, or extent, of the capability         of the test to measure what is intended to measure. -   4. Content Validity:     -   Content validity of a test is the degree, or extent, of the         capability of the test to measure some or all segments of a body         of contents, or subject matter--usually through a set of sample         points. -   5. Perfect content validity:     -   Perfect content validity of a test is the capability of the test         to measure the entire detailedly defined body of contents, or         subject matter, without any omission. -   6. Nanoskill:     -   A nanoskill is a specific fragment of human behavior,         experience, and/or knowledge, acquired at the successful         conclusion of a developmental teaching-learning step and is         needed for advancing from this developmental step to a         contiguous developmental step between which an intermediate         developmental step cannot be defined or is not needed in a bona         fide developmental teaching-learning process or situation.     -   To clarify the definition of a nanoskill, the following example         is in order. “Solving linear equations in one variable” is a         subject-matter area, a topic, a sub-topic or a skill cluster. It         includes many nanoskills and one of these nanoskills is: “Adding         equal quantities onto both members (sides) of a given equation.” -   7. Alternative Nanoskill:     -   An alternative nanoskill is a closely related nanoskill (e.g.,         an inverse operation) with which a respondent may use to bypass         the nanoskill being tested and earn the credit. Because these         two nanoskills are normally taught and learned in pair or in         succession, the credit given in such a bypass situation is fair         and safe. For instance, in solving a very simple linear         equation, the nanoskill of “subtracting equal quantities from         both members (sides) of an equation” is being tested. Given:         y+2=0, the expected nanoskill to be applied is “subtracting 2         from each side.” However, instead, a respondent may use an         alternative nanoskill of “adding −2 onto each side” to obtain         credit for the nanoskill being tested. -   8. Perfect-content-validity objective test:     -   A perfect-content-validity objective test (PCV test) is an         objective test which demands the application of all nanoskills         utilized to define the entire subject-matter area to be tested.

One of the fundamental considerations in producing or selecting an objective test is its validity. Concerning the validity of a test, the basic question is: “How well can this test measure what is intended to measure?” Or, “What is the degree of certainty or uncertainty that this test can measure all subject-matter contents inside the defined area?”

Traditionally, production of objective tests relies on a sampling, or spot-checking, process. Roughly, the major activities are:

-   1. Establish a list of topics, or categories, in the area which is     to be tested. -   2. Under each topic on the list, choose a sample of subtopics for     test item preparation. -   3. Under each subtopic, prepare a sample of test items with     different levels of difficulty. -   4. According to the levels of difficulty and/or other criteria, edit     and rearrange the test items. -   5. Prepare and analyze multiple-choice responses to the test items     and edit the entire instrument.

Due to the very nature of sampling, a traditional objective test measures only some chosen sample points within the defined subject-matter area but not the entire body of the subject matter. The result from testing these sample points is arbitrarily used as the measurement of the entire body of subject matter--with some degree of certainty or uncertainty. Since the test does not measure the entire body of subject matter, one hundred percent, or perfect content validity can never be achieved. In addition, for answers, the usual multiple-choice format simply increases the degree of uncertainty.

For example, the mathematics portions of the SAT, the ACT and the TASP (THEA) are traditional objective tests. Traditional objective tests do have their own merits--e.g., a small number of test items can cover a large area of subject matter.

BRIEF SUMMARY OF THE INVENTION

This invention is a non-sampling process for producing objective tests with perfect content validity for human respondents. A test with perfect content validity can be used to ascertain a human respondent's complete readiness for the next level of learning.

BRIEF DESCRIPTION OF THE SEVERAL VIEWS OF THE DRAWING

Not applicable.

DETAILED DESCRIPTION OF THE INVENTION

This invention is a non-sampling nanoskills-inclusive clusters-contiguous mastery-demanded open-answer process for producing perfect-content-validity objective tests. The process requires these steps:

-   1. Establish a comprehensive list of every human nanoskill that     exists in the entire body of subject matter to be measured. -   2. Partition all of the nanoskills on the list into contiguous     clusters in developmental, logical, and/or psychological hierarchy     or sequence. -   3. For each cluster of nanoskills, prepare a test item that requires     the application of every nanoskill partitioned in the cluster. -   4. If an appropriate test item requiring the application of every     nanoskill in the cluster cannot be prepared, modify the partitions     so that the application of every nanoskill on the entire list is     involved. -   5. Use open-answer, fill-in-the-blank, or testee-supply-answer     format for all quantitative responses.

The flowchart on the next page is intended to systemize the above-described steps.

Since a test thus produced demands the application of all nanoskills covering the entire body of subject matter, it measures completely what is intended to measure and, therefore, it has perfect content validity. In other words, students who can respond to all test items correctly must have mastered all nanoskills defining the entire subject matter--not just a set of chosen sample points. Teachers who attempt to “teach” a mandated test are automatically forced to teach all nanoskills defining the entire curriculum. This is a teach-proof test!

An instrument of this type can also be used to ascertain complete readiness for promotion to the next level of learning. At the same time, it can be used to keep those who are under-prepared from entering into a course. In short, it can guarantee a no-void foundation to build on and will make teaching-learning process more efficient. 

1. A method of non-sampling process for producing perfect-content-validity tests by: Step 1: Preparing a list of all--more than three--fragments, or nanoskills, of human behavior, experience, and knowledge which exit in the entire subject-matter area to be tested, Step 2: Arranging the listed nanoskills in developmental, logical, or psychological sequence, Step 3: Designing a preliminary test item for each sequenced nanoskill whose application can lead to the correct answer to the item, Step 4: Labeling the first preliminary test item in the sequence with “N” and checking the second item whether it requires the application of the nanoskill demanded in the first item: A. If yes, labeling this item with “Y” or B. If no, labeling this item with “N”, Step 5: Checking whether the third preliminary test item requires the applications of the nanoskills demanded in the previous two items: A. If yes, labeling this item with “Y” or B. If no, labeling this item with “N”, Step 6: Checking the labels assigned to the second and the third items in the sequence: A. If “YY”, “NN” or “NY”, going to Step 7, or B. If “YN”, earmarking the Y-label item with “C” before going to Step 7, Step 7: Checking whether the next preliminary test item along the sequence requires the application of the nanoskill demanded in the previous item: A. If yes, labeling this item with “Y” or B. If no, labeling this item with “N”, Step 8: Checking the two labels most recently assigned: A. If “YY” or “NY” which belong to the last two items in the sequence, earmarking “C” by the last Y-label item and going to Step 9, B. If “NN” which belong to the last two items in the sequence, earmarking “C” by these two items and by other N-label items preceding these two up to the last Y-label item, if any, and going to Step 9, C. If “YN” which belong to the last two items in the sequence, earmarking “C” by each of these two items and going to Step 9, D. If “YY”, “NN”, or “NY” which do not belong to the last two items in the sequence, going back to Step 7, or E. If “YN” which do not belong to the last two items in the sequence, earmarking “C” by the Y-label item and going back to Step 7, and Step 9: Collecting all items earmarked “C” as final test items to produce a perfect-content-validity test.
 2. The method of claim 1, further comprising substituting appropriate new verbal statements [e.g., “oranges in the basket” substituted by “students in the class”] and appropriate new numerical quantities [e.g., “5” substituted by “6” or, say, any one-digit natural number] into a finished product (a test produced through the method of claim 1) to create multiple forms (versions) of the same test.
 3. The method of claim 1, further comprising utilizing a random number generator with a computing device to prepare equivalent multiple forms (versions) of a test produced through the method of claim 1 by selecting appropriate statements and quantities and by substituting them into the original form (version) of the test.
 4. The method of claim 1, further comprising utilizing a random number generator with a computing device to prepare equivalent multiple forms (versions) of a test produced through the method of claim 1 by selecting appropriate statements and quantities and by substituting them into the original form (version) of the test, including supplying answers to all test items, checking the responses given by a respondent interactively, and preparing a report on the test result.
 5. The method of claim 1, further comprising utilizing a random number generator with a computing device through a portable device [e.g., a run-time engine on a diskette, CD, USB, etc.] to prepare equivalent multiple forms (versions) of a test produced through the method of claim 1 by selecting appropriate statements and quantities and by substituting them into the original form (version) of the test, including supplying answers to all test items, checking the responses given by a respondent interactively, and preparing a report on the test result.
 6. The method of claim 1, further comprising utilizing a random number generator with a computing device through a distance arrangement [e.g., with wire and/or wireless transmission from testing service headquarters to testing sites] to prepare equivalent multiple forms (versions) of a test produced through the method of claim 1 by selecting appropriate statements and quantities and by substituting them into the original form (version) of the test, including supplying answers to all test items, checking the responses given by a respondent interactively, and preparing a report on the test result.
 7. The method of claim 1, further comprising utilizing language other than English.
 8. The method of claim 1, further comprising utilizing Braille and/or BarAille. 